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Developing critical thinking in STEM education through inquiry-based writing in the laboratory classroom
Ah-Jung Jeon1, David Kellogg2, Mohammad Asif Khan3
1Department of Biological Sciences, National University of Singapore, Singapore, Singapore.
Summary
Inquiry-based writing (IBW) in university bioinformatics labs improved student engagement and learning. Students investigated unique DNA sequences, responding through scientific writing assignments, leading to positive outcomes.
Area of Science:
- Bioinformatics education
- Laboratory pedagogy
- Scientific writing
Background:
- Traditional lab instruction relies on step-by-step methods.
- Integrating inquiry-based writing (IBW) into lab courses is a developing area.
- IBW aims to foster critical thinking and scientific communication skills.
Purpose of the Study:
- To design and implement an IBW sequence in a university bioinformatics course.
- To assess the impact of IBW on student engagement and learning outcomes.
- To evaluate the feasibility and student reception of IBW in a lab setting.
Main Methods:
- Developed an IBW sequence based on a prior proposal.
- Generated unique, double-blinded DNA sequences for each student.
- Students investigated sequences and completed IBW assignments structured as scientific articles.
Main Results:
- Observed dramatically improved student engagement in a workshop setting.
- Found indirect evidence of improved learning outcomes compared to non-IBW workshops.
- Student feedback indicated initial discomfort with writing abated, leading to positive responses.
Conclusions:
- IBW is an effective pedagogical approach for university bioinformatics courses.
- IBW enhances student engagement and learning through authentic scientific inquiry and writing.
- The IBW method shows promise for broader adoption in science laboratory education.
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